SUMMER SCHOOL MATERIALS/GRADE 4, 2002

  • PACKET: UNIT OPENER SUGGESTIONS, PRE/POST ASSESSMENTS
  • INTERVENTION GUIDE and INTERVENTION BLACKLINE MASTERS STUDENT EDITION
  • GRADE LEVEL TE UNIT 6
  • VOCABULARY TRANSPARENCIES #34-38
  • ENGLISH-LANGUAGE DEVELOPMENT GUIDE
  • COMPREHENSION AND LANGUAGE ARTS SKILLS WORKBOOK PAGES FOR UNIT 6, LESSONS 1-5
  • PHONEMIC AWARENESS LESSONS 1-30 FROM OCR 2000 (FROM 2000 INTERVENTION GUIDE, pages 322-339)
  • CHART PAPER
  • SENTENCE STRIPS

ABBREVIATION KEY:

IG---INTERVENTION GUIDE

IBLM—INTERVENTION BLACKLINE MASTERS

PA—PHONEMIC AWARENESS

TE---TEACHER EDITION FROM CORE PROGRAM

CLASWB—COMPREHENSION AND LANGUAGE

ARTS SKILLS WORKBOOK

ELDG—ENGLISH LANGUAGE DEVELOPMENT

GUIDE

GUMS—GRAMMAR, USAGE, AND MECHANICS

Workshop is included in the 1 1/2 hour OCR block. We gave suggestions for MUST DO’s but included only a few MAY DO’s because of the time constraints.

Written by: Shelly Brower, Aviva Freeman, and Marci Edge

Summer School/Fourth Grade OCR 2002

The following guide provides options for the 1 1/2 hour OCR block. Adjustments can be made to meet students’ needs.

Lesson 1, Day 1

Be prepared to open the unit and have copies of the story, “The First American Settlers,” pp. 137-138 in the IBLM for each student. Prechart the Word Knowledge in IG p. 261. It is helpful to copy each line in a different color.

Schedule and Pacing

DAY / LESSON / TIME
1 / Word Knowledge: IG, p. 261. Focus: /j/ spelled g Follow bullets under About the Words and Developing Oral Language / 20 Min.
Unit Opener: See procedures in packet, Opening the
Unit for Fourth Grade, Unit 6. Remember to read the Read Aloud, “the Colonies”, pp.483L-483M / 35 Min.
Reading and Responding: “The First American Settlers” (IBLM 137-138), Follow the bullets under Reading the Selection in IG p. 264. / 20 Min.
WORKSHOP: Teacher administers Grade 4 Pre-Assessment either whole class or in groups. If you choose to pre-assess in small groups, begin on this day, and continue during WORKSHOP the next day while the rest of the class works on a Must Do.
MUST DO: Write 3 sentences. Choose one of the words from the Word Knowledge chart to include in each sentence. Choose a different word for each sentence. Rewrite each sentence and extend it adding a who, what, where, when or how.
It is very likely that you will have students who have problems discriminating the sounds that make up words. For that reason, we are inserting Phonemic Awareness lessons into this plan. You may choose to use 5 to 10 minutes at the beginning of the day to provide these lessons whole group, or directly teach in a small group during IWT to meet students’ needs.
PA Lesson 1 P. 322: Oral Blending: Syllables and
Word Parts
Segmentation: Clapping
syllables in names / 15 Min.

Summer School/Fourth Grade OCR 2002

Lesson 1, Day 2

Preparing for the lesson: Chart the words from TE in Word Knowledge, 484K. It is helpful to copy each line in a different color.

DAY / LESSON / TIME
2 / Word Knowledge: TE p. 484K-484L. Follow bullets under About the Words and Developing Oral Language. / 20 Min.
Selection Vocabulary: TE p. 484N. Introduce the vocabulary using vocabulary transparency #34. Remember to focus on the vocabulary strategies used in the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.484M. Remember to chart Clues and Problems and Wonderings. / 15 Min.
Reading and Responding: TE, Chorally read “Early America” pages 484-489, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model. / 25 Min.
WORKSHOP:
Whole or small group continue pre-assessment testing if not finished on Day 1. Teacher can also assess fluency using the IG selection, “The First American Settlers”.
MUST DO:
  1. Practice Fluency through partner reading of “The First American Settlers”
  2. Find andlist words from “Early America” that begin with prefixes, dis, and un.
SMALL GROUP:
1. Assess fluency using “The First American Settlers”,
2. To meet needs, use ELDG p. 261-262 for Dictation
PA Lessons 2 & 3: pp. 323-324
Lesson 2: Oral Blending: Syllables and Word Parts
Segmentation: Clapping Syllables in Names
and Words
Lesson 3: Oral Blending: Initial Consonant Sounds
More time as needed for IWT MUST and MAY DO’S as well as TEACHER DIRECTED SMALL GROUPS can be inserted into other parts of the day. / 10 Min.

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Summer School/Fourth Grade OCR 2002

Lesson 1, Day 3

Preparing for the lesson: Chart the paragraph printed in bold type under Sentence Lifting in IG p. 290.

DAY / LESSON / TIME
3 / Supporting the Reading: TE p. 489C Follow the Teach and Guided Practice. Create a chart in place of the transparency. Show how the chart is set up to be used for the Reading and Responding comprehension skills. / 10 Min.
Reading and Responding: TE, Comprehension Skills: Classifying and Categorizing, pp. 485, 487, 489 Use the chart that you set up in Supporting the Reading. / 30 Min.
Discussion of Selection: Following the procedure for Handing-off, p. 489A, conduct a discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board. / 15 Min.
Includes set up of procedures and debriefing
CLASWB: pp. 186-187 Do as a direct instruction lesson following the directions in the Independent Practice. Work up to the Apply on p. 187 of the workbook which can be completed during workshop. / 20 Min.
WORKSHOP: MUST DO:
  1. Practice fluency using “Early America”.
  2. Complete the Apply section on p. 187 in CLASWB.
SMALL GROUP: Teacher continues to assess students on fluency using “The First American Settlers”, or work to meet needs continuing with Apply section on p. 187 in CLASWB.
PA Lessons 4&5: pp.325-326
Lesson 4: Oral Blending: Initial Consonant Sounds
Segmentation: Repeating Word Parts
Lesson 5: Oral Blending: Initial Consonant Sounds
Segmentation: Repeating Word Parts / 15 Min.

Summer School/Fourth Grade OCR 2002

Lesson 1, Day 4

Preparing for the lesson: Make copies of IBLM worksheet 81

DAY / LESSON / TIME
4 / GUMS: IG p. 266 Parts of Speech Follow the bullets and give examples of nouns, verbs, adjectives, and adverbs. Continue the lesson using IBLM worksheet 81 as a guided practice. / 30 Min.
Theme Connections: TE p. 491: Orally discuss the 3 bullets under Within the Selection. Give students time to record the ideas in their Writer’s notebook in a writing journal. Continue to discuss Acrossand Beyond the Selection.
Add any new ideas to the C/Q Board. / 30 Min.
Reread “Early America” and /or “The First American Settlers. Teacher circulates to monitor reading and determine who needs extended help during IWT. / 15 min.
WORKSHOP:
MUST DO:
Complete IBLM Worksheet 82.
SMALL GROUP:
  1. Work on fluency to develop prosody, using “Early America” or “The First American Settlers”
  2. Work with IBLM Worksheet 82 to meet individual needs.
PA Lessons 6&7: pp. 326-328
Lesson 6: Oral Blending: Initial Consonant Sounds
Listening for Vowel Sounds
Segmentation: Restoring Initial phonemes
Lesson 7: Oral Blending: Final Consonant Sounds
Listening for Vowel Sounds
Segmentation: Restoring Initial Phonemes
“Did You Ever?” Rhyme / 15 Min.

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Summer School/Fourth Grade OCR 2002

Lesson 2, Day 1

Preparing for the lesson: Prechart Word Knowledge in IG p. 269. It is helpful to copy each line in a different color. Make copies of “A Child’s Life in Colonial Days” IBLM

pp. 141-142.

DAY / LESSON / TIME
5 / Word knowledge: IG, p. 269, Focus: Long I spelled _igh, _y, _ie, and _i. Follow bullets under About the Words and DevelopingOral Language. The Teacher Tip at the bottom of the page 292 is helpful in teaching about the schwa sound in the unaccented syllable. / 20 Min.
Dictation and Spelling: pp. 269-270 / 15 Min.
Reading and Responding: IG pp. 271-272:
Follow the IG lesson for Intervention Selection One, “A Child’s Life in Colonial Days” (IBLM pp.141-142) in IG, p. 271 through Reading the Selection p.272.
Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read. / 30 Min.
WORKSHOP:
MUST DO:
1. Practice fluency from “A Child’s Life in Colonial Days”
2. Write 4 sentences. Choose a different word from the Word Knowledge chart to include in each sentence.
MAY DO:
Exchange papers with a partner. Your partner rewrites your sentence by adding 1 descriptive word, and extends the sentence by adding a who, what, where, when or how part to the sentence.
SMALL GROUP:
Preteach for the Word Knowledge for Day 2 from the ELDG pp. 224-226.
PA: Lessons 8 & 9: pp.328-329
Lesson 8: Oral Blending: Final consonant sounds; Listening for Vowel Sounds; Alliterative word Game
Lesson 9: Oral Blending: Final consonant Sounds; Listening for vowels
Segmentation: Initial Consonants / 25 Min.

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 2

Preparing for the lesson: Chart the Word Knowledge from TE in Reading the Words and Sentences p.492K. It is helpful to copy each line in a different color. Chart the sentences under Reviewing Previously Learned Capitalization Rules in the ESLG Rev. Ed. p. 229.

DAY / LESSON / TIME
6 / Word Knowledge: Reading the Words and Sentences TE p. 492K-492L Follow bullets underAbout the Words and Developing Oral language. / 20 Min.
Selection Vocabulary: TE p.492N
Introduce the vocabulary using vocabulary transparency #35. Remember to focus on the vocabulary strategies used for the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.492M. Remember to chart Clues, Problems and Wonderings. / 15 Min.
Reading and Responding: TE, Chorally read “The Voyage of the Mayflower” pages 510-517, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.
Practice 1 minute fluency read as outlined in Day1. / 25 Min.
WORKSHOP:
MUST DO:
  1. Practice Fluency through partner reading of “A Child’s Life in Colonial Days.”
  2. Write a clue sentence for one of the selection vocabulary words. Share your sentence with a partner so your partner can figure out the word.
Small Group: Preteach GUMS. Use your prepared chart for Reviewing Capital letters in ELDG
p. 229
PA Lessons 10 & 11: pp. 329-330
Lesson 10: Oral Blending: Initial Consonant Sounds; Listening for Vowel Sounds
Lesson 11: Oral Blending: Initial Consonant Sounds
Segmentation: Initial Consonants / 10 Min.

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 3

Preparing for the lesson: make copies of IBLM Worksheet 84.

DAY / LESSON / TIME
7 / Supporting the Reading: TE p. 497C Use chart paper instead of the transparency to show information about making inferences while directly teaching the comprehension skills.
Reading and Responding: TE, Comprehension Skills: Making Inferences, pp. 493, 495, 497 / 30 Min.
Discussion of Selection: Following the procedure on
p. 497A. Conduct a discussion of the story. Revisit the Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board. / 20 Min.
Includes set up of procedures and debriefing
GUMS: TE p. 299F Follow the bullets under Teach and continue with the CLASWB p. 196 as a guided practice instead of an independent practice. / 20 Min.
WORKSHOP:
MUST DO:
  1. Practice 1 minute fluency read as outlined in Day 1.
  2. Partner read “The Voyage of the Mayflower.
  3. IBLM Worksheet 84 on Capitalization and punctuation.
SMALL GROUP:
  1. Teachers pull students to work on fluency from the “A Child’s Life in Colonial Days”, or “The Voyage of the Mayflower”
  2. Pull students to reteach GUMS, capitalization and punctuation in IG p. 274.
PA Lessons 12 & 13: pp. 330-331
Lesson 12: Oral Blending: Initial Consonant Sounds
Segmentation: Initial Consonants
Lesson 13: Oral Blending: Initial Consonant Sounds
Segmentation: Dropping final Consonants / 20 Min.

Summer School/Fourth Grade OCR 2002

Lesson 2, Day 4

Preparing for the lesson: Make copies of IBLM selection, “The Clever Whitewasher” pp. 143-144, AND WORKSHEET 85. Chart the sentences from the “chalkboard” in ELDG p. 230.

DAY / LESSON / TIME
8 / Theme Connections: TE p. 499: Orally discuss the 2 bullets under Within the Selection. Give students time to do record ideas in their Writer’s Notebook.Continue to discuss Across and Beyond the Selection. Add any new ideas to the C/Q Board. / 20 Min.
Intervention Selection Two: Follow the bullets in IG on pp. 272-273 for “The Clever Whitewasher”, IBLM pp. 143-144 / 30 Min.
Practicing Punctuation Marks: ELDG p. 230
Use your prepared chart to follow the bullets. / 15 Min.
Reread “The Voyage of the Mayflower” and /or “The Clever Whitewasher” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during Workshop.
Practice one minute fluency read as outlined in Day 1. / 10 min.
WORKSHOP:
MUST DO:
1. Complete IBLM Worksheet 85, Capitalization and Punctuation.
SMALL GROUP:
  1. Work on fluency to develop prosody, “The voyage of the Mayflower”, or “The Clever Whitewasher”.
  2. Work with students using IBLM Worksheet 85 to meet individual needs.
PA Lessons 14 & 15: pp. 331-332
Lesson 14: Oral Blending: Initial Consonant Sounds
Segmentation: dropping final consonants
Lesson 15: Oral Blending: One-syllable Words
Segmentation: Restoring Final Consonant
Sounds / 15 Min.

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Summer School/Fourth Grade OCR 2002

Lesson 3, Day 1

Preparing for the lesson: Prechart the Word Knowledge in IG p. 276. It is helpful to copy each line in a different color. Run off “A Visit to Williamsburg” IBLM pp. 145-146.

DAY / LESSON / TIME
9 / Word Knowledge: IG, p.276, Focus: Long u sound spelled _ue, _ew, u and u_e
Follow bullets under About the Words and DevelopingOral Language. / 20 Min.
Dictation and Spelling: IG p. 276-277 / 15 Min.
Reading and Responding: IBLM pp. 145-146: “A Visit to Williamsburg”. Follow the lesson for Intervention Selection One in IG, p. 278 through Reading the Selection p.272.
Afterwards, teacher models for students how to practice fluency with the selection for 1 minute, and shows how to place a bracket after last word read. Students should then be given 1 minute to read as many words as possible while practicing fluency with the story. At the end of 1 minute, the students put a bracket after the last word read. Goal is to move bracket each day, with each 1 minute read. / 30 Min.
WORKSHOP:
MUST DO:
1. Practice fluency from “A Visit to Williamsburg”
2. Anagram Activity: Write 3 sentences. Choose 2 words from the Word Knowledge chart to include in each of your sentences. Make sure to choose a different set of words for each of the 3 sentences. Then select one of your sentences to write onto a sentence strip. Cut out the words, shuffle them, and give them to a partner to recreate your sentence.
SMALL GROUP:
Preteach for the Word Knowledge for Day 2 from the ELDG pp. 231-233.
PA: Lessons 16 & 17: pp. 332-333
Lesson 16: Oral Blending: One-syllable Words
Segmentation: Dropping Final Consonants
Lesson 15: Oral Blending: One-syllable Words;
Rhyming Words / 25 Min.

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 2

Preparing for the lesson: Chart the words from TE in Reading the Words and Sentences p.502K

DAY / LESSON / TIME
10 / Word Knowledge: TE p. 502K-502L Follow bullets underAbout the Words and Developing Oral language. / 20 Min.
Selection Vocabulary: TE p. 502N. Introduce the vocabulary using vocabulary transparency #36. Remember to focus on the vocabulary strategies used for the sentences. / 20 Min.
Build Background & Preview and Prepare: TE p.502M. Remember to chart Clues, Problems and Wonderings / 15 Min.
Reading and Responding: TE, Chorally read “Pocahontas” pages 502-505, stopping to model the comprehension strategies on the left hand side of TE pages. Teacher’s voice is included in the choral read as a model.
Practice 1 minute fluency read as outlined in Day 1 / 25 Min.
WORKSHOP:
MUST DO:
  1. Practice Fluency through partner reading with “A Visit to Williamsburg”.
2. Make a list of the proper nouns in “Pocahontas
SMALL GROUP:
Pull students to read “A Visit to Williamsburg” for intonation and prosody.
PA Lessons 18 &19: pp. 333-335
Lesson 18: Oral Blending: One-syllable Words;
Final Consonant Sounds
Segmentation: Repeating Final
Consonants
Lesson 19: Oral Blending: Final Consonant Sounds,
One-syllable Words
Segmentation: Isolating Final
Consonants / 10 Min.

Summer School/Fourth Grade OCR 2002

Lesson 3, Day 3

Preparing for the lesson: Make copies of IBLM Worksheet 86 and 87.

DAY / LESSON / TIME
11 / Reading and Responding: TE, pp.503, 505, Author’s Purpose
Literary Elements TE p. 505D, consistency of Character and Relationships / 25 Min.
Discussion of Story: Following the procedure for Handing-off p. 505A conduct a discussion of the story. Revisit Clues, Problems, and Wonderings. Add new concepts and questions about the theme to the C/Q Board. / 20 Min.
Includes set up of procedures and debriefing
GUMS: IG, p. 281, Prepositional Phrases
Follow the bullets under Prepositional Phrase through Guided Practice working with IBLM worksheet 86. / 20 Min.
WORKSHOP:
MUST DO:
1. Practice 1 minute fluency read as outlined in Day 1 for “A Visit to Williamsburg”.
2. Write a paragraph in your own words that shows the character of Pocahontas. Use the information the author of “Pocahontas” gives to show the Pocahontas’ personality.
MAY DO: Share your paragraph with a partner. You can add information to each other’s paragraphs.
SMALL GROUP:
  1. Preteach Vocabulary Strategies:
  2. Work with IBLM Worksheet 87 to meet needs
PA Lessons 20 & 21: pp. 335-336
Lesson 20: Oral Blending: Final Consonant Sounds; One-
syllable words
Segmentation: Isolating Final Consonants
Lesson 21: Oral Blending: One-syllable words; individual
words; Listening for Short
Vowel Sounds / 25 Min.

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Summer School/Fourth Grade OCR 2002

Lesson 3, Day 4

Preparing for the Lesson: Make copies of IBLM pp. 147-148 “She Was First”.

DAY / LESSON / TIME
12 / Theme Connections: TE p. 507 Orally discuss the 2 bullets under Within the Selection. Give students time to record ideas in their Writer’s Notebook. Continue to discuss Across and Beyond the Selections. / 15 Min.
Reading Intervention Selection Two: IG Follow the bullets on pp. 279-280 for the IBLM pp. 147-148, “She Was First”. / 30 Min.
GUMS: TE, p. 507 Words, Phrases, and Clauses as Modifiers: The bullets under Teach can be used along with the ELDG p. 235 for teaching the lesson. Continue with CLASWB p.201 using direct instruction. / 25 Min.
Reread “Pocahontas” and /or “She Was First” as a partner read. Teacher circulates to monitor reading and determine who needs extended help during IWT.
Practice one minute fluency read as outlined in Day 1. / 10 min.
WORKSHOP:
MUST DO:
Work with a partner to find and write the prepositional phrases that begin with in or on in the first 3 paragraphs of “She Was First”.
SMALL GROUP:
Continue to work on fluency to develop prosody using “Pocahontas,” and “She Was First”
PA Lessons 22 & 23: pp. 336-337
Lesson 22: Oral Blending: One-syllable Words
Segmentation: Initial Consonant Sounds
Oral Spelling
Lesson 23: Oral Blending: One-syllable Words
Segmentation: Initial Blends / 10 Min.

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